Fridley2

=PROJECT TITLE=

PROJECT DETAILS
//Title:// ** H 1 ! I’m data. H 0 w’d you like you hear my story? ** //Collaborators: Nathan Porter and Jim Miller// //[Schooland District: Fridley Public Schools and Fridley High School// //Content Providers: IB Online Curriculum Center, IB Teachers, Minnesota Demographic Center, US Census Bureau// //Grade level: 11-12// //Subject Areas: IB Diploma Programme Mathematical Studies SL// //Recommended Time Frame: 1 year(beginning of statistics to final project submission)(3rd trimester of 11th grade-end of 2nd trimester of 12th grade)//

MN State Standards Alignment : Mathematics
__**//IB Diploma Programme AIMS//**__ 6.5 Measures of central tendancy For simple discrete data: mean; median;mode for grouped discrete and continuous data: approximate mean; modal group; 50// th // percentile 6.6 Measures of dispersion Range, interquartile range; standard deviation 6.7 Bivariate data: the concept of correlation. Pearsons product moment correlation coefficient: 6.9 The chi-squared test for independence: formulation of null and alternative hypotheses; significance levels; contingency tables; expected frequencies; degrees of freedom; use of tables for critical values;//p // -values.
 * 9.4.1.1 || Describe a data set using data displays, including box-and-whisker plots; describe and compare data sets using summary statistics, including measures of center, location and spread. Measures of center and location include mean, median, quartile and percentile. Measures of spread include standard deviation, range and inter-quartile range. Know how to use calculators, spreadsheets or other technology to display data and calculate summary statistics. ||
 * 9.4.1.2 || Analyze the effects on summary statistics of changes in data sets. ||
 * 9.4.1.3 || Use scatterplots to analyze patterns and describe relationships between two variables. Using technology, determine regression lines (line of best fit) and correlation coefficients; use regression lines to make predictions and correlation coefficients to assess the reliability of those predictions. ||
 * 9.4.1.4 || Use the mean and standard deviation of a data set to fit it to a normal distribution (bell-shaped curve) and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve. ||
 * 9.4.2.1 || Evaluate reports based on data published in the media by identifying the source of the data, the design of the study, and the way the data are analyzed and displayed. Show how graphs and data can be distorted to support different points of view. Know how to use spreadsheet tables and graphs or graphing technology to recognize and analyze distortions in data displays. ||
 * 9.4.2.2 || Identify and explain misleading uses of data; recognize when arguments based on data confuse correlation and causation. ||
 * 9.4.2.3 || Design simple experiments and explain the impact of sampling methods, bias and the phrasing of questions asked during data collection. ||

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// The specific purposes of the project are to: � develop students' personal insight into the nature of mathematics and to develop their ability to ask their own questions about mathematics � encourage students to initiate and sustain a piece of work in mathematics � enable students to acquire confidence in developing strategies for dealing with new situations and problems � provide opportunities for students to develop individual skills and techniques and to allow students with varying abilities, interests and experiences to achieve a sense of personal satisfaction in studying mathematics � enable students to experience mathematics as an integrated organic discipline rather than fragmented and compartmentalized skills and knowledge � enable students to see connections and applications of mathematics to other areas of interest � provide opportunities for students to show, with confidence, what they know and what they can do.

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?// How can data tell its' story?

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// There are three products or assessments for this project. 1. A written assessment/exam for the basic content skills. 2. A collaborative study of statistics with a written paper and short classroom presentation. 3. A written paper(IB Internal Assessment) with audience relevant presentation.

MAP THE PROJECT
//How will the project be organized?// The beginning of the project will be discussion and inquiry activites about descriptive statistics, displays, correlations and regressions. The initial formative assessment after approximately 3 weeks will be a written exam of knowledge and understanding. Topic learning will take place thru inquiry, small and large group discussions, videos, applets, tutorials and assessments. The second component of the project is the learning and application of the hypothesis testing. The formative assessment as part of a 2 week exploration is a collaborative project analyzing data on a group selected topic with a written component and a classroom presentation of conclusions. Students are required to communicate, analyze and reflect on their topic findings to demonstrate their understanding of the hypothesis testing process. Learning will be facilitated by discussion, video conferencing, tutorials, videos, project application and presentations. The final part of this project is an individual project of a self selected topic requiring the gathering, analyzing and writing conclusions about a set of data. This 6 month process will culminate with a written paper as part of the students IB course work and a presentation to the appropriate audience. Students will show learning thru the process by applying knowledge, video conferencing, and journaling their progress and work. Students will need various project tools that include: course textbooks, internet access, task lists, graphing software, computer spreadsheets, calculators, MOODLE access and support, "need to know" lists, Monthly goal sheets, rubrics for assessments, and deadlines.

MANAGE THE PROCESS
//How will you manage and facilitate this project?// List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Summarize how you and your students will reflect on and evaluate this project. Facilitation should incorporate collaborative and student-centered activities.

=PROJECT RESOURCES=

Documents
[|Phase 1 Statistics Notes.docx] [|Phase 2 Statistics Notes.docx] [|Hypothesis Testing Project.docx]



Media Files
Khan Academy Videos []

Web Resources
Buck Institute for Education [|http;//www.bie.org]

MN Learning Loop - []

Statistics Applets - Basic Data Understanding - [] [] Correlation understanding - [] [] [] Regressions - [] [] [] [] []